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Integration of the Concept and Dimensions of Sustainability into the Curricular Bases of Third Year (11th Grade) and Fourth Year (12th Grade) of Secondary Education in Chile

Author

Listed:
  • Mauricio Winner-Silva

    (Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile)

  • Jairo Azócar-Gallardo

    (Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile
    Programa de Investigación en Deporte, Sociedad y Buen Vivir (DSBv), Universidad de Los Lagos, Osorno 5290000, Chile)

  • Rodrigo Lagos-Vargas

    (Departamento de Educación, Universidad de Los Lagos, Osorno 5290000, Chile)

  • Alex Pavie Nova

    (Departamento de Humanidades y Arte, Universidad de Los Lagos, Osorno 5290000, Chile)

  • Guillermo Laclote-Gutierrez

    (Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile)

  • Mauricio Cresp-Barria

    (Departamento de Educación e Innovación, Facultad de Educación, Universidad Católica de Temuco Chile, Temuco 4780000, Chile)

  • Tiago Vera-Assaoka

    (Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile
    Programa de Investigación en Deporte, Sociedad y Buen Vivir (DSBv), Universidad de Los Lagos, Osorno 5290000, Chile)

Abstract

Sustainability is a foundational principle in Chilean education, reflected in curricular objectives related to environmental care, economic development, and social well-being. This study analyzes the integration of sustainability concepts and dimensions into the curricular bases of the third year (11th grade) and fourth year (12th grade) in Chilean secondary education. Using a sequential explanatory mixed-methods design and content analysis, the quantitative phase identified six key sustainability-related terms and their presence across curricular components and subject areas. The qualitative phase examined the inclusion of the environmental, social, and economic dimensions within those areas. The results show that sustainability concepts appear in seven subject areas, with greater emphasis on learning objectives and educational purposes. However, the environmental dimension dominates, while the social and economic aspects are underrepresented. These findings reveal conceptual ambiguities and uneven integration, highlighting challenges for implementing a multidimensional sustainability approach in Chilean classrooms.

Suggested Citation

  • Mauricio Winner-Silva & Jairo Azócar-Gallardo & Rodrigo Lagos-Vargas & Alex Pavie Nova & Guillermo Laclote-Gutierrez & Mauricio Cresp-Barria & Tiago Vera-Assaoka, 2025. "Integration of the Concept and Dimensions of Sustainability into the Curricular Bases of Third Year (11th Grade) and Fourth Year (12th Grade) of Secondary Education in Chile," Sustainability, MDPI, vol. 17(19), pages 1-16, September.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:19:p:8652-:d:1758730
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    References listed on IDEAS

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    1. Alba Lozano & Roberto López & Fernando J. Pereira & Carolina Blanco Fontao, 2022. "Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs," IJERPH, MDPI, vol. 19(24), pages 1-17, December.
    2. Sónia Matos & Ana Moura Arroz & Bruna Martins & Isabel R. Amorim & Rosalina Gabriel, 2024. "Backcasting for Youths: Hypothetical and Critical Thinking in the Context of Sustainable Development Education," Sustainability, MDPI, vol. 16(24), pages 1-28, December.
    3. Kate Sposab & Marco Rieckmann, 2024. "Development of Sustainability Competencies in Secondary School Education: A Scoping Literature Review," Sustainability, MDPI, vol. 16(23), pages 1-29, November.
    4. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
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